Many foreign language teachers are puzzled why their lessons are often dull and why their students do not learn much although they plan each lesson very carefully taking into account all the formal characteristics of the target language. The answer to this question is simple. Those teachers concern themselves with the arrangement of the material, but they do not pay enough attention to their students' ways of acquiring knowledge or to their interests, feelings and thoughts. The manner in which every pupil in the classroom learns a new language is invisible because it takes place in the pupil's mind. According to Christison (2002), each teacher asking the questions to the students should be open to different ways of interpretations and seeing informations. Students in the classroom form a micro-society. It generates communicative needs. They feel a need to communicate each other which can be satisfied through the learning foreign language therefore the teacher should provide them with complex and provocative questions to consider (and avoid questions with "yes/no" answers). Furthermore, the class should be organized in different way: frontal work with the teacher in control of the whole class, individual work, pair work, group projects with groups scattereed in the classroom or performing in the middle of the room.
Briefly, pupils should be engaged in different types of project work that require their active participation so that they feel that they can show their abilities and develop their interests. What is important, familiarity, pleasantness of being active among the group of students, goal significance, coping potential and social image of the learner are constantly improved during such activities.
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